ABSTRACT
This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment.
Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society.
This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.
TABLE OF CONTENTS
chapter |19 pages
Introduction
part 1|65 pages
Values
chapter 3|13 pages
Learning to Unlearn
chapter 4|13 pages
Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies When Working Interculturally
chapter 6|12 pages
Into the Vortex
part 2|69 pages
Curriculum
chapter 8|14 pages
Bridging 4.7 with Secondary Teachers
chapter 9|9 pages
Bat Conservation in the Foundation Stage
chapter 10|10 pages
Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early Childhood
chapter 11|12 pages
Seeking to Unsettle Student Teachers' Notions of Curriculum
chapter 12|12 pages
Reconceptualising Citizenship Education Towards the Global, the Political and the Critical
part 3|71 pages
Assessment